The text includes a short description of the project, the research focus, the topic/content, learning objectives. Moreover, it covers the phases of planning, acting/observing and reflecting. Research outcomes serve as the end of the paper.
This research project was carried out as part of a program called "Content and Language Integrated Learning (CLIL)" in a 2nd grade elementary school in Southern Germany. The lesson deals with the five senses of the human being and is taught in English with students learning English as their first foreign language.
Table of Contents
1. Short description of the project
2. Research focus
3. Topic/Content
4. Learning objectives
5. Planning
6. Act/Observe
7. Reflect
8. Research outcomes
Project Goals and Research Focus
The project aimed to implement a CLIL (Content and Language Integrated Learning) lesson in a 2nd-grade primary school class, focusing on the topic of "5 senses" to teach both scientific concepts and English vocabulary simultaneously. The research focused on evaluating the students' understanding of the newly learned vocabulary through a practical listening comprehension task.
- Implementation of CLIL methods in primary education.
- Integration of science content with English language acquisition.
- Evaluation of vocabulary retention in grade 2 students.
- Use of quantitative research methods to measure learning success.
- Reflection on lesson planning and pedagogical adjustments.
Excerpt from the Book
Act/Observe
First of all, there’s the need to itemize the media which were used in our double lesson: a flower, some sweets, a frog, a whistle, a bell, five symbol pictures (nose, ear, eye, hands, tongue), a few worksheets, a CD, a CD-player and several objects (especially spices) for the group stations in the second phase of the lesson.
Research tools could be restricted to the English language and five symbol pictures. It was our mutual decision to choose the quantitative method as the very only research method. It has developed in the late 19th century and has initially been applied predominantly in the field of natural and physical sciences. In those disciplines, it has served as the most appropriate model for investigating the social world. Yet, with the beginning of the second half of the 20th century, qualitative research and later on a mixture of quantitative and qualitative research emerged. This has been due to some shortcoming of quantitative research, such as the deficit to interpret incidents on the basis of statistical measurement – among others. However, for our research focus, the quantitative method seemed to be more than suitable. Its advantages can be seen in its objectivity and the possibility to control events. Moreover, the method is very structured and stardardized, hence enabling statistical measurement at any point. Confusions are excluded by the operationalization of terms. Furthermore, high-value quantitative research stands out for its reliability, i.e. the project to be researched can be repeated several times and with several researchers, yet the outcome is still the same. It offers the possibility to compare many groups by trying to eliminate any disturbing variables that could lead to an imbalance of comparability.
Summary of Chapters
Short description of the project: This section introduces the CLIL-based classroom research project conducted in a 2nd-grade class, aiming to connect science and language learning.
Research focus: It defines the core research interest, which lies in testing the students' understanding of newly acquired English vocabulary related to the human senses.
Topic/Content: This chapter outlines the primary goal of making pupils aware of their five senses and ensuring they can recognize and name them.
Learning objectives: It lists the specific content-related, linguistic, and educational goals, such as working in groups and respecting classmates.
Planning: This section details the pedagogical considerations, including the curriculum requirements and the necessity of tailoring content for eight-year-olds who have not yet started writing English.
Act/Observe: It documents the materials used and provides a theoretical justification for choosing a quantitative research approach for the project.
Reflect: This chapter covers the post-lesson discussion with the teacher, including a reflective analysis of successes and areas for improvement.
Research outcomes: It presents the empirical results of the vocabulary testing, showing that 73.86% of the newly acquired vocabulary was correctly noticed by the students.
Keywords
CLIL, Classroom Research, Primary School, 5 Senses, Vocabulary, Quantitative Method, Language Integrated Learning, Teaching, Pedagogy, Science, Language Acquisition, Empirical Research, Lesson Planning, Education, Students
Frequently Asked Questions
What is the core focus of this project?
The project focuses on applying Content and Language Integrated Learning (CLIL) in a primary school setting to teach 2nd-graders about the five human senses in English.
What are the central themes addressed in the work?
The work covers pedagogical approaches, the integration of science and language instruction, classroom management for young learners, and methods for evaluating learning outcomes.
What is the primary goal of the study?
The primary goal is to determine if grade 2 students can recognize and understand new English vocabulary related to the five senses after an experimental CLIL lesson.
Which scientific method is used?
The authors utilized a quantitative research method, chosen for its objectivity, structure, and ability to standardize the measurement of learning outcomes.
What is discussed in the main body of the paper?
The main body details the lesson planning process, the selection of instructional media, the implementation of the CLIL approach, and a thorough reflection on the results.
Which keywords best describe the paper?
The paper is characterized by terms like CLIL, classroom research, primary school pedagogy, and vocabulary acquisition.
Why was the "5 senses" topic selected for the 2nd grade?
The topic was chosen because it aligns with the "MeNuk" subject in the Baden-Württemberg curriculum for 2nd-grade students and provides an accessible way to integrate science with language learning.
How was the student's vocabulary understanding measured?
Understanding was measured by having students listen to a story and lift specific symbol cards (e.g., a nose for "smell") whenever the corresponding vocabulary word appeared.
What did the final results show regarding vocabulary retention?
The results were positive, with 73.86% of the newly learned vocabulary correctly identified by the students during the listening comprehension task.
- Citar trabajo
- Johannes Vees (Autor), 2008, The five senses of the human being, Múnich, GRIN Verlag, https://www.grin.com/document/139861
